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Antecedents of School Teachers’ Creativity at Work

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This empirical study aims to explore the factors influencing creativity of teachers at their work. A literature review on the topic was firstly attempted and then data analysis of a sample of 210 out of 300 primary school teachers was presented. A random selection method was adopted with the use of an anonymously filled in questionnaire. For the purposes of our study, four hypotheses were formulated. The results of our data revealed that the teachers with higher creative self-efficacy and internal motivation were more strongly related to involvement with creative work, compared to teachers with low drive and creative imagination. In other words, the highest level of teacher’s creative work lies within the personal confidence and belief in achieving high performance in their tasks at school.
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Keywords: antecedents; creativity; motivation; primary teachers; schools

Document Type: Research Article

Publication date: December 1, 2018

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  • Educational Practice and Theory is a bi-annual, independent, refereed journal which, since its launch in 1978, has become an important independent forum for original ideas in education. It publishes innovative and original research in the area. Its focus is both applied and theoretical and it seeks articles from a diverse range of themes and countries.
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